For students to learn adequately depends, among other things, on keeping teachers' knowledge up to date. Thus the continuous training of teachers is essential, both for new teachers and those with more experience. The aim of this study was to detect the training needs on Specific Learning Disabilities (SLDs) of active primary-education teachers. Through a descriptive design, this work analyses the responses of 75 teachers to the questionnaire designed for this study have revealed limited knowledge about SLDs, due to factors such as the lack of specific training during their degree or scant continuous training programmes. They therefore show the necessity for greater training in this area of special educational needs. We weigh up the educational implications of our results and propose procedures for action.